Welcome!

1. Welcome! Agenda: 5:00-5:30 Influences discussion 5:30-6:30 Review of last week’s discussion NBPTS standards 6:30-6:45 Break 6:45-7:00 NAEA Standards 7:00-8:00 Remaining Arts Advocacy presentations

2. Standards Part II • Review of last week: • INTASC standards • The Interstate Teacher Assessment and Support Consortium • Comprehensive • For Beginning Teachers

3. New for this week NBPTS Standards for Professional Teachers NAEA Standards

4. NBPTS Standards What are they? National Board for Professional Teaching Standards was created in 1987 after the Carnegie Forum on Education and the Economy’s Task Force on Teaching as a Profession released A Nation Prepared: Teachers for the 21st Century.

5. NBPTS NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn. They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. NBCTs understand how students develop and learn. They respect the cultural and family differences students bring to their classroom. They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships. NBCTs are also concerned with the development of character and civic responsibility. Proposition 1: Teachers are Committed to Students and Their Learning

6. NBPTS NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject. They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. They are able to use diverse instructional strategies to teach for understanding. Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

7. NBPTS NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.  They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.  NBCTs know how to assess the progress of individual students as well as the class as a whole.  They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents. Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.

8. NBPTS NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things. They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.

9. NBPTS NBCTs collaborate with others to improve student learning. They are leaders and actively know how to seek and build partnerships with community groups and businesses. They work with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of resources in order to meet state and local education objectives. They know how to work collaboratively with parents to engage them productively in the work of the school. Proposition 5: Teachers are Members of Learning Communities.

10. NAEA A PROFESSIONAL ART EDUCATOR . . .1.  Demonstrates honesty and integrity in all profession endeavors.2.  Promotes art as a basic discipline in the education of all students.3.  Advocates art instruction by certified art educators.4.  Fosters art instruction that includes the study of aesthetics, art criticism, art history, and art production.5.  Respects individual artistic expressions and encourages feelings of self-worth and self-confidence.6.  Safeguards against exploitation of art programs and students. The Professional Code for Art Educators was created by the Professional Standards Committee of the Delegates Assembly and approved by the Board of Directors in the Fall of 1986.  Professional Code for Art Educators

11. NAEA A PROFESSIONAL ART EDUCATOR . . .7.  Makes every effort to provide a safe, hazard-free learning environment.8.  Demonstrates effort and commitment to the profession.9.  Continues personal and professional development.10.  Seeks ways to advance the profession of art education through membership and participation in local,  state and professional associations.11.  Contributes actively to the support, planning and programs of the professional organizations.12. Distinguishes between personal and organizational views when representing the art education profession. The Professional Code for Art Educators was created by the Professional Standards Committee of the Delegates Assembly and approved by the Board of Directors in the Fall of 1986.  Professional Code for Art Educators

12. National Standards for Arts Education What are they? National Standards for Arts Education: The standards, adopted in 1994 outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Associations, through a grant administered by The National Association for Music Education (MENC) This organization is now known as NAFME.

13. National Standards for Visual Arts K-12 Content Standards (CS) • CS: 1: Understanding and applying media, techniques, and processes • CS: 2: Using knowledge of structures and functions • CS: 3: Choosing and evaluating a range of subject matter, symbols, and ideas • CS: 4: Understanding the visual arts in relation to history and culture • CS: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others • CS: 6: Making connections between visual arts and other disciplines

14. National Standards for Visual Arts Although National Standards appear the same across grade levels, the Achievement Standards for these vary. Content Standards: (Ex: CS1: Understanding and applying media, techniques, and processes. Achievement Standard K-4: Students know the differences between materials, techniques, and processes. Students describe how different materials, techniques, and processes cause different responses. Students use different media, techniques, and processes to communicate ideas, experiences, and stories. Students use art materials and tools in a safe and responsible manner. Achievement Standard 5-8 Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices. Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas. Achievement Standard 9-12 Proficient: Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks, Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. Advanced: Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.

15. Content Standards and Achievement Standards (Continued) (Ex: CS 2: Using knowledge of structures and functions. Achievement Standard K-4: Students know the differences among visual characteristics and purposes of art in order to convey ideas. Students describe how different expressive features and organizational principles cause different responses. Students use visual structures and functions of art to communicate ideas. Achievement Standard 5-8: Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work. Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas. Students select and use the qualities of structures and functions of art to improve communication of their ideas. . Achievement Standard 9-12 Proficient: Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art. Students evaluate the effectiveness of artworks in terms of organizational structures and functions. Students create artworks that use organizational principles and functions to solve specific visual arts problems Advanced:Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions.